This document discusses the evolution of learning, emphasizing the interplay between digital environments and human interactions in educational contexts. It offers insights into learning design, the importance of coupling learners with their environments, and the role of digital infrastructures in education. The text highlights the need for adaptive educational designs that recognize prior learning and cater to diverse learner needs, advocating for learning environments that foster reflection and insight.

1. Niels Henrik Helms
Vidensemergens

2. Content
• Me
• Fundamentals Learning and Space
• Learning Design Issues
• Tribal War
• Cases
• Outcome
• Summing Up

3. Working with learning, , Innovation
and Media since 1980’ies. Associate
Professor at The Danish Institute for
Educational Training of Vocational
Teachers. Associate Professor at
University of Southern Denmark,
Director, Knowledge Lab(SDU). Head
of Research, Docent, University
College Zealand. Independent
Researcher and Consultant -
Vidensemergens APS.R&D UX,
Learning and Innovation.

4. 4
Definitions – The Phenomenon former
known as:
E-learning is the planned acquisition, sharing and
development of knowledge which is mediated or partly
mediated through digital media

5. The Learning Agenda
Learning (sometimes)occurs in classrooms (formal learning);
other times it results from serendipitous interactions among
individuals (informal learning).
Space—whether physical or virtual—have an impact on learning.
It can bring people together; it can encourage exploration,
collaboration, and discussion. Or, space can carry an unspoken
message of silence and disconnectedness.

6. Understanding
That learning takes place
– transforming learning space to learning place
- coupling with the learning environment –
- Coupling with the learner

7. Presence
The learner is coupling to the learning environment/context. It is
probably better to talk about coupling instead of embedding – it is
a more dynamic description
It is a reciprocal process – continuous, reciprocal causation
The experience of being coupled to the learning environment
should be labeled “Presence” - Flow
Presence is generated through the process of coupling and be
scaffolded by cognitive and affective factors
No coupling – No learning

8. 8

9. 9
Learning Landscape
The learning landscape…it is a design
which affords a sudden interplay
or context..which again potentially
generates a re-configuration of the
learning landscape

10. Learning Design
Therefore we need learning design
- The process of learning design refers to the activity
of designing units of learning, learning activities
or learning environment.
- How do we then do that?

12. Designed Learning Paths vs
Learning Trajectories

13. Don’t follow the Learner??

14. The Challenge of Education and of
Learning Design
• The Intention – Education
• Framing for interaction
• Form for formatting for transcending the format
• The learner should meet the unknown, the unexpected – in a
scaffolded way
• Learning environments should invite into estrangement
Become like the Others or get a
Future

15. Obey to Basics
Learnability refers to the speed and ease with which a novice user can
achieve proficiency with the system.
Efficiency refers to the degree to which the system supports the
performance of an experienced user in the shortest amount of time and
with the fewest steps.
Memorability refers to the degree to which a user, particularly an
intermittent or casual user, can remember how to accomplish a task
using the system, the steps of which were learned previously.
Errors refer to the number of mistakes and missteps made by users.
Satisfaction refers to the users’ overall emotional experience when
using the system.

16. Past, present and future
If you want to develop digital infrastructures/content you should try to understand the
context it should operate in (the present and the past) – and the future it should
enable...
Digital artefacts reconstitute context – context reconstitute artefacts
We know that, governments know that, still we seem to forget it...

17. I said it –
Governments
knows it..

18. Use a Strong Model for
Development!!!

19. The Quadrant Model

20. The Quadrant Model
.. illustrates four stages in didactic design. The model combines
the strengths of the different traditions.
The model should be read clockwise starting in the upper left
section.
The four stages represent a progression in terms of chronology
and substance. But the model is not linear. At each stage, iterative
processes occur, and iterations may also take place across
stages.

21. Different Cases
• Teachers Training – Teachers in primary – secondary education
• MOOC facility
• Recognizing prior learning
• Adaptivity

22. Adult Vocational Education
• Integrating worklife and Learning
• Supporting ”weak”/different learners
• The question of digital literacy

23. Adaptive Educational
Designs
Access to education (educational ressources)
independent of time and space
Identification and recognition of prior learning
Adaptivity - medullisation in relation to learning
needs
Different pedagogical designs – Cultural Coding
18.05.2017 Slide 23

24. Dynamic Adaption
The reciprocial interaction between environment and actor
Opening/declaring a break
Drawing a Distinction
Grounding the Distinction
Embodying the Distinction
Learning is the embodyment of knowledge

25. Transcending the Tribal War
• Instructional Design + Performance Technology + Ideology
(Behaviorism/Cognitivism)
• Heuristic Design + Biographic Technologies + Ideology
(Connectivism)

26. 26
The Kind of Education we Need? The
Kind of Learning Environments???
Should they be a kind of incubators and simulations of
the life and work life learners should participate in?
Or should they offer the potentials of a different context,
which offers a culture of friendly estrangement where
learners have the potentials of knowing about
themselves and the world they are part of by creating
the difference, which make reflection and insight
possible.

27. ”YES!!”

28. 28
The School, is a School is a School
Making distinctions to other contexts
(Pupil)”Elev” – A process of elevation
Participant, participation – degree -level, quality?
Learner – Learning? Re-learning? New-Learning? Self
construction
The Learning Evironment/ The Learning Context

29. 29
Different Learning Contexts
Different areas and forms of practice
Make rules, values & criteria for evaluation explicit
Context markers
Make the context readable

30. Context and Activity
It becomes obvious that context is not a stable, given form but one
that is “continually constructed through negotiation between
communicating partners (including humans and interactive
technology) and the interplay of activities and artefacts” (Syvänen
et al.
(2005) ).“context and activity are mutually constituent” (Dourish:
28)

31. The Outcome
Learning is not mathematics where the outcome /the result is
equal to input and conditions
It should rather be seen as an understandable configuration of
relations where we through a narrative structure generates
meaning and understanding
This understanding also shows that it is our self who constructs
order through action and reflection -rather than seeing
competence as something hidden

32. The Teacher
Curator – Selecting, validating, making openings.
Narrator – Enabling narrative structures, paths for learning.
Champion – Leading, standing in front
Supporter – Standing behind, supporting
Being present in various relevant ways

33. Competence/organisation
Competence Organisation
Before The Same Apart
Now Different Together
T-Competence

34. Picture Credits:
https://guycookson.com/2015/06/26/design-vs-user-experience/ (slide 12)
http://www.streetviewphotography.net/wp-content/uploads/2013/11/Ivy-Wong.jpg (Slide
11)
Slide 23: Karsten Gynther, UCSJ
Dourish, P. 2004. What We Talk About When We Talk About Context. Personal and
Ubiquitous Computing, 8(1), 19-30.
Helms, N.H., Heilesen, S. (2015). Velfærdsteknologi og læringsteknologi med MOOC som
eksempel i Eriksen, K. K., Hansbøl, M., Helms, N. H., Schlüntz, D. A. & Vestbo, M. 2015
Velfærd, teknologi og læring: i et professionsperspektiv. University College Sjælland,
Sorø: UCSJ Forlag,
NOU 2014:5 (2014). MOOC til Norge.Regjeringen.no. Retrieved from NOU 2014:5 - MOOC
til Norge - Regjeringen.no.
Syvanen, A., Nokelainen, P. & Ruohotie, P. (2005). From Mobile Learning to Pervasive
Learning Environments. In P. Kommers & G. Richards (Eds.), Proceedings of EdMedia:
World Conference on Educational Media and Technology 2005 (pp. 2960-2966).
Association for the Advancement of Computing in Education (AACE).
Winn, W. (2002). Learning in Virtual Environments: Embodyment, Embeddedness and
Dynamic Adoption. Tech.Inst. Cognition and Learning. Vol1.

35. Better + Faster ? Cheaper
18.05.2017 Slide 35